Senior School Subject Selection

LIST A | Prerequisite: 60% in Religious Education, English or Humanities

The Religion and Life ATAR course provides students with opportunities to explore how and why individuals and communities relate to and understand religion. Students use a range of inquiry skills to explore at least one religious worldview and to investigate characteristics of religion, their origins, foundations, cultural influences and development over time. They also use these skills to analyse the role religion plays in society and to consider the challenges and opportunities religions face in the future.

The Religion and Life ATAR course is designed to facilitate achievement of the following outcomes:

• Outcome 1 – The nature of religion: Students understand that many people find meaning and purpose in life through religion.
• Outcome 2 – The influence of religion: Students understand the role religion plays in the lives of individuals and in society.
• Outcome 3 – Religious inquiry skills: Students use religious inquiry and learning skills to investigate their understandings of the interplay between religion and life.

YEAR 11 

Unit 1
The focus of this unit is the place of religion in society. It examines the responses of people to religion, in particular how people understand the response of religion to their concerns, needs and questions.

Unit 2
The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and supports people in life.

YEAR 12

Unit 3
The focus for this unit is the connection between past and present experiences of religion. Students analyse the impact of changes within society and how thesechanges shape the way individuals and groups interact with religion. Stuents further develop research skills for conducting an inquiry, processing information and, communicating findings about the interplay between religion and life.

Unit 4
The focus for this unit is the interplay between religion and life. Students explore how religion responds to, and interacts.

ASSESSMENTS

• 25% investigation
• 20% explanation
• 25% source analysis
• 30 examination

LIST A | Prerequisites: 60% in Religious Education, English or Humanities

The Religion and Life General course provides students with opportunities to learn about religion and to explore the relationship between religion, society and individuals. Using a range of inquiry skills, students develop an understanding of ways in which people discover, understand and express their religious beliefs. They also use these skills to explore one or more religions in detail, to analyse the role religion plays in human affairs and to explore issues of concern to religion.

The Religion and Life General course is designed to facilitate achievement of the following outcomes:

• Outcome 1 – The nature of religion: Students understand that many people find meaning and purpose in life through religion.
• Outcome 2 – The influence of religion: Students understand the role religion plays in the lives of individuals and in society.
• Outcome 3 – Religious inquiry skills: Students use religious inquiry and learning skills to investigate their understandings of religion and life.

YEAR 11

Unit 1
The focus of this unit is religion as a human activity. It explores how people search for meaning in life and the characteristics of religion. Students conduct research and develop the skills
required for processing information and communicating findings about religion and life.

Unit 2
The focus of this unit is the role religion plays in society. It considers the responses offered by religion to issues that exist in society. Students conduct research and develop the skills
required for processing information and communicating findings about religion and life.

ASSESSMENTS

• 30-40% Investigation
• 30-40% Explanation
• 30-40% Source analysis

YEAR 12

Unit 3
The focus of this unit is the role religion plays in the lives of people. It explores how people interact with and respond to religion. Students consolidate the skills required for conducting an inquiry, processing information and communicating findings about religion and life.

Unit 4
The focus for this unit is the interplay between religion and life. Students explore how religion responds to and interacts with issues that arise within society. They further develop research skills for conducting an inquiry, processing information and communicating findings about the interplay between religion and life.

ASSESSMENTS

• 25% Investigation
• 30% Explanation
• 30% Source analysis
• 15% Externally set task

LIST A | Prerequisites: 60% in English

The English ATAR course focuses on developing students’ analytical, creative, critical thinking and communication skills in all language modes.

The course encourages students to
critically engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic  qualities and conventions of texts and enjoy creating their own imaginative, interpretive, persuasive and analytical responses.

The English ATAR course is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create a range of text forms.

Students hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

YEAR 11

Unit 1
Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience.

Unit 2
Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit.

ASSESSMENTS

• 40% Responding
• 35% Creating
• 25% Examination

YEAR 12

Unit 3
Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them.

Unit 4
Students challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context. Students extend their experience of language and of texts and explore their ideas through

ASSESSMENTS

• 35% Responding
• 35% Creating
• 30% Examination

LIST A | Prerequisites: 60% in English

The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts.

The course is designed to provide students with the skills that will empower them to succeed in a wide range of postsecondary pathways.

The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts.

Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning.

Both independently and collaboratively, students apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.

YEAR 11

Unit 1
This unit focuses on comprehending and responding to the ideas and information presented in texts. Students learn how to respond personally and logically to texts by questioning, using inferential reasoning and determining the importance of content and structure.

Unit 2
This unit focuses on interpreting ideas and arguments in a range of texts and contexts. Students analyse text structures and language features and identify the ideas, arguments and values expressed consider the purposes and possible audiences of texts. Students create texts using persuasive, visual and literary techniques to engage audiences in a range of modes and media.

ASSESSMENTS

• 50% Responding
• 50% Creating

YEAR 12

Unit 3
This unit focuses on exploring different viewpoints presented in a range of texts and contexts. Students explore attitudes, text structures and language features to understand a text’s meaning and purpose. Students learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Unit 4
This unit focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives. Students consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.

ASSESSMENTS

• 40% Responding
• 45% Creating
• 15% Externally Set Task

LIST A | Must speak to Deputy Principal Teaching & Learning

The English as Additional Language/Dialect (EAL/D) courses are designed for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on development of the competent use of Standard Australian English (SAE) in a range of contexts. The EAL/D ATAR course develops academic English skills to prepare students for tertiary study.

Entry requirements need to be discussed with the Deputy Principal Teaching and Learning. The course will be run by VISN, the Catholic Education online course and subject to enough students across the sector subscribing.

LIST A | Prerequisite: 60% in Literature

The Literature ATAR course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language; evaluate perspectives and evidence; and challenge ideas and interpretations.

The course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination.

In this subject, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms.

Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens.

Students establish and articulate their views through creative response and logical argument. They reflect on qualities of literary texts, appreciate the power of language and inquire into the relationships between texts, authors, readers, audiences and contexts as they explore ideas, concepts, attitudes and values.

YEAR 11

Unit 1
Students develop knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts.

Unit 2
This unit focuses on developing students’ knowledge and understanding of intertextuality, the ways literary texts connect with each other.

ASSESSMENT

• 10% – 20% Extended written response
• 30% – 40% Short written response
• 10% – 20% Creating
• 10% – 20% Oral
• 20% – 30% Examination

YEAR 12

Unit 3
Students inquire into the power of language to represent ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Students create analytical responses that are characterised by a confident, engaging style and informed observation. In creating imaginative texts, students experiment with language, adapt forms and challenge conventions and ideas.

Unit 4
Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, their use of literary conventions and aesthetic appeal.

ASSESSMENT

• 15% Extended written response
• 35% Short written response
• 10% Creating
• 10% Oral
• 30% Examination

LIST B | Prerequisite: 60% in Physical Education Studies

Study of the Physical Education Studies ATAR course contributes to the development of the whole person. It promotes the physical, social
and emotional growth of students.

Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance.

Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning.

Learning in the Physical Education Studies ATAR course cannot be separated from active participation in physical activities, and involves students in closely integrated written, oral and physical learning experiences, based upon the study of selected physical activities.

The course appeals to students with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply
theoretical principles and plan programs to enhance performance.

Physical activity and sport are used to develop skills and performance along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students
with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work, and health and medical fields linked to physical activity and sport.

The course also equips students to take on volunteer and leadership roles in community activities.

YEAR 11

Unit 1
The focus of this unit is to explore anatomical and biomechanical concepts, the body’s responses to physical activity and stress management processes to improve their own performance and that of others in physical activity.

Unit 2
The focus of this unit is to identify the relationship between skill, strategy and the body in order to improve the effectiveness and efficiency of performance.

ASSESSMENT

• 30% Practical (Performance)
• 15% Investigation
• 15% Response
• 40% Examination

YEAR 12

Unit 3
The focus of this unit is to provide opportunities for students to build upon their acquired physical skills and biomechanical, physiological and psychological understandings, to improve the performance of themselves and others in physical activity.

Unit 4
The focus of this unit is to extend understanding by students of complex biomechanical, psychological and physiological concepts to evaluate their own and others’ performance.

ASSESSMENT

• 30% Practical Component
  • Practical (performance)
  • Practical examination
• 70% Written Component
  • Investigation
  • Response
  • Written examination

LIST B

The Physical Education Studies General course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students.

Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies General course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity.

Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities.

The course appeals to students, with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance.

Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport.

The course also equips students to take on volunteer and leadership roles in community activities.

YEAR 11

Unit 1
The focus of this unit is the development of students’ knowledge, understanding and application of anatomical, physiological and practical factors associated with performing in physical activities.

Unit 2
The focus of this unit is the impact of physical activity on the body’s anatomical and physiological systems. Students are introduced to these concepts which support them to improve their performance as team members and/or individuals.

ASSESSMENT

• 50% Practical (performance)
• 25% Investigation
• 25% Response

YEAR 12

Unit 3
The focus of this unit is simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve.

Unit 4
The focus of this unit is for students to assess their own and others’ movement competency and identify areas for improvement. They will build on their knowledge of training principles, nutrition and goal setting concepts to enhance their own and others’ performance in physical activity.

ASSESSMENT

• 50% Practical (performance)
• 15% Investigation
• 20% Response
• 15% Externally set task

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LIST B

Through interaction with the natural world, Outdoor Education aims to develop an understanding of our relationships with the environment, others and ourselves.

The course focuses on outdoor activities in a range of environments, including bushwalking, sailing, climbing and orienteering. It provides students with an opportunity to develop essential life skills and physical activity skills, and an opportunity to develop a comprehensive understanding of the environment and develop a positive relationship with nature.

The course is based on the experiential learning cycle. This cycle is made up of three stages: plan, do and review.
Students plan for outdoor experiences, participate in these experiences and reflect on their involvement.

Students develop self-awareness by engaging in a range of challenging outdoor activities. They enhance personal and group skills and build confidence, empathy and self understanding.

Working with others enables students to better understand group dynamics, and enhance their leadership qualities and decision-making abilities, while showing respect for self, others and the environment.

Students plan and participate in a range of outdoor activities and develop knowledge and skills for participating safely in these activities. They learn to assess risk and identify and apply appropriate management strategies and emergency response procedures.

The course provides students with opportunities to develop skills that will prepare them for career and employment pathways in areas, such as outdoor leadership, environmental interpretation, environmental planning, facilities management, eco-tourism, military service, outdoor education, and the many unforeseen areas evolving in the outdoors industry. The ultimate goal of the course is to contribute towards a sustainable world.

YEAR 11

Unit 1
Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply appropriate practices to ensure safe participation.

Unit 2
Students engage in a range of outdoor activities that pose challenges and are encouraged to step outside their comfort zone. Students develop time management, goal setting, teamwork and leadership skills. Conservation, biodiversity and environmental management plans are also introduced.

ASSESSMENT

• 15% Investigation
• 30% Performance 1
• 20% Performance 2
• 25% Response

YEAR 12

Unit 1
Students participate in outdoor adventure activities where they develop technical skills, apply appropriate practices to ensure safe participation, and begin to develop survival skills.

Unit 2
Students engage in outdoor activities where they develop and improve their technical skills. Students focus on commitment, tolerance, resilience, and conflict resolution skills. Students lead briefing/debriefing sessions and appraise their own and others’ leadership skills.

ASSESSMENT

• 15% Investigation
• 30% Performance 1
• 20% Performance 2
• 20% Response
• 15% Externally set task

LIST A | Prerequisite: 60% in Italian Second Language

ATAR BONUS: A LOTE (Language Other Than English) bonus of 10% of a student’s final score in Italian is added to their Tertiary Entrance Aggregate which in turn is used to calculate the ATAR. A student will receive this bonus irrespective of whether or not their LOTE course result is used as one of their best four course scores.

In the Italian Second Language ATAR course students learn to communicate in oral and written forms as well as develop reading skills which enable them to continue to interact with the language beyond secondary school. They become aware of the variety of cultures and customs which make up the Italian speaking world. The three themes of: The Individual, The Italian Speaking Communities and The Changing World are developed in different contexts throughout each unit.

YEAR 11

Unit 1– Rapporti (Relationships)
Three topics are studied: Rapporti in famiglia, tra gli amici e a scuola (Family, friend and school relationships), Le tradizioni, gli spettacoli e le feste (Traditions, events and celebrations), and Communicare nel mondo moderno (Communicating in a modern world).

Unit 2 – Andiamo! (Travel – let’s go!)
Four topics are studied: Le vacanze – racconti e progetti (My holiday tales and plans), Destinazione Italia (Destination Italy), Destinazione Australia (Destination
Australia), and Viaggiare oggi (Travel in a modern world).

ASSESSMENTS

• 20% Oral Communication
• 15% Response: Learning
• 15% Response: Viewing/reading
• 20% Written Communication
• 10% Practical (oral) Exam
• 20% Written Examination

YEAR 12 

Unit 3 – Grazie Italia (Thank you Italy)
Three topics are studied: Cose italiane nella mia vita (all things Italian), La vita italiana (Italian lifestyle) and Il Made in Italy nel mondo (Made in Italy around
the world).

Unit 4 – Ieri, oggi e domani (Yesterday, today and tomorrow)
Three topics are studied: Riflettiamo sulla vita e pensiamo al futuro (Reflecting on my life and planning my future), I problemi dei giovani oggi (Youth issues), and I
problemi ambientali (Environmental issues).

ASSESSMENTS

• 30% Practical Component
  • Oral communication
  • Practical (oral) exam
• 70% Written Component
  • Response: Listening
  • Response: Viewing/reading
  • Written communication
  • Written examination

LIST B | Prerequisites: 60% in Mathematics Applications

This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data.

Mathematics Applications is designed for those students who want to extend their mathematical skills beyond Year 10 level but whose future studies or employment pathways do not require knowledge of calculus. The subject is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.

YEAR 11 

Unit 1
‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and managing money. ‘Algebra and matrices’ introduces the new topic of matrices. ‘Shape and measurement’ explores the concept of similarity and associated calculations.

Unit 2
‘Univariate data analysis and the statistical investigation process’ develops students’ ability to organise and summarise data. ‘Applications of trigonometry’ extends students’ knowledge to solve problems. ‘Linear equations and their graphs’ enables students to model and analyse practical situations.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

YEAR 12

Unit 3
‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing associations between pairs of variables. ‘Growth and decay in sequences’ employs recursion to generate sequences that can be used to model and investigate patterns. ‘Graphs and networks’ introduces students to the use of graphs in analysing everyday situations, such as a rail or social network.

Unit 4
‘Time series analysis’ continues students’ study of statistics by introducing them to the concepts and techniques of time series analysis. ‘Loans, investments and
annuities’ provides financial mathematics knowledge to solve problems. ‘Networks and decision mathematics’ uses networks to model and aid decision making.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

LIST B 

Mathematics Essential focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It will provide students with the mathematical knowledge, skills and understanding to solve problems in real contexts, in a range of workplace, personal, further learning and community settings. This subject offers students the opportunity to prepare for post-school options of employment and further training.

YEAR 11 

Unit 1
This unit includes the following four topics: basic calculations, percentages and rates, using formulas for practical purposes, measurement and graphs. It will provide students with the mathematical skills and understanding to solve problems relating to calculations, the use of formulas to find an unknown quantity, applications of measurement and the use and interpretation of graphs.

Unit 2
This unit includes the following four topics: representing and comparing data, percentages, rates and ratios and time and motion. It will provide students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, and time and motion.

ASSESSMENTS

• 50% Response
• 50% Practical Applications and Statistical Investigation

YEAR 12

Unit 3
This unit includes the following four topics: measurement; scales, plans and models; graphs in practical situations; and data collection. It will provide students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection.

Unit 4
This unit will provide students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, loans and compound interest.

ASSESSMENTS

• 40% Response
• 45% Practical Applications and Statistical Investigation
• 15% Externally Set Task

LIST B | Prerequisites: 60% in Mathematics Methods

ATAR BONUS: For university admission a bonus of 10% of a student’s final score in Mathematics Methods is added to their Tertiary Entrance Aggregate which in turn is used to calculate the ATAR. A student will receive this bonus irrespective of whether or not their Maths Methods course result is used as one of their best four course scores.

Mathematical Methods is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at tertiary level.

The major themes of Mathematics Methods are calculus and statistics. They include as necessary prerequisites studies of algebra, functions and their graphs, and probability. They are developed systematically, with increasing levels of sophistication and complexity. Calculus is essential for developing an understanding of the physical world because many of the laws of science are relationships involving rates of change.

Statistics is used to describe and analyse phenomena involving uncertainty and variation. This subject provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences.

YEAR 11

Unit 1
Unit 1 begins with a review of the basic algebraic concepts and techniques required for a successful introduction to the study of calculus. Simple relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a function and its graph. The study of inferential statistics commences.

Unit 2
In Unit 2, exponential functions are introduced and their properties and graphs examined. Arithmetic and geometric sequences and their applications are studied. Rates and average rates of change are introduced and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

YEAR 12

Unit 3
The study of calculus continues by introducing the derivatives of exponential and trigonometric functions, as well as some basic differentiation techniques and the concept of a second derivative, its meaning and applications. The aim is to demonstrate to students the beauty and power of calculus and the breadth of its applications.

Unit 4
The logarithmic function and its derivative are studied. Continuous random variables are introduced and their applications examined. Probabilities associated with continuous distributions are calculated using definite integrals. Students are introduced to one of the most important parts of statistics, namely, statistical inference, where the goal is to estimate an unknown parameter associated with a population using a sample of that population.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

LIST B | Prerequisites: 60% in Mathematics Specialist

ATAR BONUS: For university admission a bonus of 10% of a student’s final score in Mathematics Specialist is added to their Tertiary Entrance Aggregate which in turn is used to calculate the ATAR. A student will receive this bonus irrespective of whether or not their Maths Specialist course result is used as one of their best four course scores.

Mathematics Specialist is designed for students with a strong interest in mathematics, including those intending to study mathematics, statistics, all sciences and associated fields, economics or engineering at university. Mathematics Specialist has been designed to be taken in conjunction with Mathematics Methods. The subject contains topics in functions, calculus, probability and statistics that build on and deepen the ideas presented in Mathematics Methods and demonstrate their application in many areas. Vectors, complex numbers and matrices are introduced.

YEAR 11

Unit 1
The proficiency strand of Reasoning, from the Year 7–10 curriculum, is continued explicitly in the topic Geometry through a discussion of developing mathematical arguments. This topic also provides the opportunity to summarise and extend students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later study of topics such as vectors and complex numbers.

Unit 2
Matrices provide new perspectives for working with two-dimensional space and real and complex numbers provides a continuation of the study of numbers. The topic Trigonometry contains techniques that are used in other topics in both this unit and Units 3 and 4.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

YEAR 12

Unit 3
The study of complex numbers is extended to the polar form. The study of
functions and techniques of calculus is extended and utilised in the sketching of graphs and the solution of problems involving integration. The study of vectors is extended to three-dimensional vectors, vector equations and vector calculus, with the latter building on students’ knowledge of calculus from the Mathematics Methods ATAR course. Cartesian and vector equations, together with equations of planes, enables students to solve geometric problems and to solve problems involving motion
in three-dimensional space.

Unit 4
In this unit, the study of differentiation and integration of functions is continued, and the techniques developed from this and previous topics in calculus are applied to the area of simple differential equations, in particular in biology and kinematics. These topics serve to demonstrate the applicability of the mathematics learnt throughout this
course. Students’ previous experience in statistics is drawn together in the study of the distribution of sample means. This is a topic that demonstrates the utility and power of statistics.

ASSESSMENTS

• 40% Response
• 20% Investigation
• 40% Examination

LIST B | Prerequisites: 60% in Biology

Biology is the study of the diversity of life as it has evolved and as it interacts and functions. Living systems are all interconnected and interact at a variety of levels, from the molecular to the ecosystem. Biology involves exploring living systems and how their components interact with a focus on matter and energy transfer. In addition, the Biological Science course provides opportunities for students to investigate how organisms respond to changes in their internal and external environments. Fieldwork is an important part of the Biological Science course as it provides valuable opportunities for students to work together to collect first-hand data and to experience local ecosystem
interactions.

YEAR 11

Unit 1 – Ecosystems and Biodiversity
In this unit, students investigate and describe a number of diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity and underlying unity of these systems.

Unit 2 – Single Cells to Multicellular Organisms
Students examine the structure and function of plant and animal systems at cell and tissue levels in order to describe how they facilitate the efficient provision or removal of materials to and from all cells of the organism.

ASSESSMENTS

• 30% Science Inquiry
• 10% Extended Response
• 20% Test
• 40% Examination

YEAR 12

Unit 3 – Continuity of species
Students use science inquiry skills to design and conduct investigations into how different factors affect cellular processes and gene pools; they construct and use models to analyse the data gathered; and they continue to develop their skills in constructing plausible predictions and valid, reliable conclusions.

Unit 4 – Surviving in a changing environment
Students study changes in the global distribution of vector-borne infectious diseases. They consider the factors that contribute to the spread of infectious disease and how outbreaks of infectious disease can be predicted, monitored and contained.

ASSESSMENTS

• 20% Science Inquiry
• 10% Extended Response
• 20% Test
• 50% Examination

LIST B | Prerequisites: 65% in Chemistry

Chemistry is the study of materials and substances, and the transformations they undergo through interactions and the transfer of energy. Chemistry
develops students’ understanding of the key chemical concepts and models of structure, bonding, and chemical change, including the role of chemical, electrical and thermal energy. Topics will include: Stoichiometry, Atomic theory, Periodicity, Bonding, States of Matter, Energetics, Kinetics, Equilibrium, Acids and Bases, Oxidation and Reduction, Organic Chemistry.

YEAR 11

Unit 1 – Chemical fundamentals: structure, properties and reactions
In this unit, students relate matter and energy in chemical reactions, consider the breaking and reforming of bonds as new substances are produced, and investigate relationships between structure and properties.

Unit 2 – Molecular interactions and reactions
Students develop their understanding of the physical and chemical properties of materials including gases, water and aqueous solutions, acids and bases.
Students explore the properties of water that make it essential for physical, chemical and biological processes on Earth.

ASSESSMENTS

• 25% Science Inquiry
• 10% Extended Response
• 15% Test
• 50% Examination

YEAR 12

Unit 3 – Equilibrium, acids and bases, and redox reactions
Students investigate acid-base equilibrium systems and their applications. They use contemporary models to explain the nature of acids and bases, and their properties and uses. This understanding enables further exploration of the varying strengths of acids and bases.

Unit 4 – Organic chemistry and chemical synthesis
Students investigate the relationship between the structure, properties and chemical reactions of different organic functional groups and the vast diversity
of organic compounds. Students also develop their understanding of the process of chemical synthesis to form useful substances and products and the need to consider a range of factors in the  design of these processes.

ASSESSMENTS

• 20% Science Inquiry
• 10% Extended Response
• 20% Test
• 50% Examination

LIST B | Prerequisites: 60% in Human Biology

Human Biology provides students with an excellent background for a range of different occupations in fields such as science education, medical and paramedical fields, food and hospitality, childcare, sport and social work. The Human Biological Science course helps to prepare all students regardless of their background or career aspirations, to take this place as responsible citizens in society.

YEAR 11

Unit 1
The focus for this unit is functioning humans. This unit looks at how human structure and function supports cellular metabolism; how various body systems work and how lifestyle choices impact body functioning.

Unit 2
The focus for this unit is human survival. This unit provides opportunities to explore the mechanisms of transmission of generic materials to the next generation, the role of males and females in reproduction and how interactions between genetics and the environment influence early development.

• 20% Science Inquiry
• 15% Extended Response
• 25% Test
• 40% Examination

YEAR 12

Unit 3
The focus for this unit is homeostasis and disease. In this unit, students investigate how homeostatic response systems control organisms’ responses to environmental change. They explore the roles of both the endocrine and nervous systems in this maintenance. Students explore non-specific and specific actions of the body in response to invading pathogens and the production of long-lasting immunity.

Unit 4
The focus for this unit is human variation and evolution. This unit explores the variations in humans in their changing environment and evolutionary trends. Students explore genetic variation in gene pools, selection pressures and isolation effects in order to explain speciation and extinction events.

• 10% Science Inquiry
• 15% Extended Response
• 25% Test
• 50% Examination

LIST B | Prerequisites: 60% in Human Biology

Students learn about themselves, relating the structure of the different body systems to their function and understanding the interdependence of these systems in maintaining life. Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. Responsible citizens need to be able to evaluate risks, ethical concerns and benefits to make informed decisions about matters relating to lifestyle and health. With an understanding of human biology, students are more able to make better life decisions, and to be more effective contributors to the discussions related to health issues in the community.

YEAR 11

Unit 1
In this unit, students explore the nutritional choices that we make for the optimal functioning of body cells through learning about cells as the basic structural and functional units of the human body. They will explore the role of the digestive system in providing essential nutrients for the musculoskeletal system, and how the dietary decisions we make can affect the functioning of body cells and our quality of life

Unit 2
This unit explores the circulatory, respiratory and urinary systems, and how they facilitate the exchange, transport and removal of materials for efficient body functioning. A focus of this unit is on the importance of regular health checks to prevent or manage medical problems. Students will be exposed to a range of practical activities to explore concepts such as blood pressure, heart rate, blood oxygen levels and lung capacity.

ASSESSMENT

• 40% Investigation
• 10% Practical Assessment
• 20% Supervised Written Assessment

YEAR 12

Unit 3
In this unit, students explore how the male and female reproductive systems are specialised for successful fertilisation and implantation, the development of the embryo and foetus and how lifestyle choices can impact personal reproductive health, fertility and the delivery of a healthy baby. They analyse and evaluate the various contraceptive methods, assisted reproductive technologies and delivery methods in terms of risks, effectiveness and personal circumstances.

Unit 4
In this unit, students will learn about the causes and spread of disease and how humans respond to invading pathogens and explore the importance of coordinated community and global responses for the prevention and control of infectious disease transmission. Students investigate hygiene practices and disease transmission using practical activities or simulations.

ASSESSMENT

• 25% Investigation
• 30% Project
• 20% Supervised Written Assessment
• 15% Externally Set Task

LIST B

This course is currently under review by the WA School Curriculum and Standards Authority. It is expected that it will be replaced by a new course which is built around science inquiry, with an emphasis on practical experiences and real world investigations. The proposed name for the new course is Science in Practice.

At the time of publication of this document, schools are still awaiting the release of the full details concerning the syllabus content of this new course. Schools have been informed, that the syllabus in Year 11 and Year 12 will continue to be divided into two units, each of one semester duration. Each unit of the new course however will cover
at least two of the science disciplines – Biology, Chemistry, Earth Science and Physics. So the new Science in Practice course will appeal to students with awide variety of backgrounds, interests and career aspirations.

The Integrated Science General course enables students to investigate science issues that influence and affect the world around them. It encourages students to develop their scientific skills of curiosity, observation, collection and analysis of evidence, in a range of contexts. The course uses a multidisciplinary approach, including aspects of biology, chemistry, geology and physics, which encourages students to be curious about the world around them and assume a balanced view of the benefits and challenges presented by science and technology. Students conduct practical investigations that encourage them to apply what they have learnt in class to real-world situations and systems.

YEAR 11

Unit 1
In this unit, students develop an understanding of the processes involved in the functioning of systems from the macro level (cycles in nature and Earth systems) to systems at the organism, cellular and molecular level. They investigate and describe the effect of human activity on the functioning of cycles in nature.

Unit 2
In this unit, students develop an understanding of the processes involved in the transformations and redistributions of matter and energy. Students will investigate the properties of elements, compounds and mixtures, and how substances interact with each other in chemical reactions to produce new substances. They explore the concepts of forces, energy and motion.

ASSESSMENTS

• 50% Science Inquiry
• 30% Extended Response
• 20% Test

YEAR 12

Unit 3
Students integrate ideas relating to the processes involved in the movement of energy and matter in ecosystems and measure and describe the interactions between living and non-living components of an ecosystem.

Unit 4
Students explore the properties of chemical substances that determine their use, and the techniques involved in separating mixtures and solutions. They investigate forces acting upon an object and the effects of kinetic, potential and heat energy on objects.

ASSESSMENTS

• 40% Science Inquiry
• 30% Extended Response
• 15% Test
• 15% Externally Set Task

LIST B | Prerequisites: 65% in Physics

Physics is a fundamental science that endeavours to explain all the natural phenomena that occur in the universe. Its power lies in the use of a comparatively small number
of assumptions, models, laws and theories to explain a wide range of phenomena, from the incredibly small to the incredibly large. Physics has helped to unlock the mysteries of the universe and provides the foundation of understanding upon which modern technologies and all other sciences are based.

YEAR 11

Unit 1 – Thermal, Nuclear and Electrical physics
Students investigate energy production by considering heating processes, radioactivity and nuclear reactions. They investigate the energy transfers and transformations that are pivotal to modern industrial societies.

Unit 2 – Linear Motion and Waves
Students describe, explain and predict linear motion in terms of position and time data, and examine the relationships between force, momentum and energy. They investigate the application of wave models to describe, explain wave phenomena, including waves on springs, and water, sound and earthquakes.

ASSESSMENTS

• 30% Science Inquiry
• 30% Test
• 40% Examination

YEAR 12

Unit 3 – Gravity and Electromagnetism
Students develop a deeper understanding of motion and its causes by using Newton’s Laws of Motion and the gravitational field model to analyze motion on inclined planes, the motion of projectiles, and satellite motion. They investigate and apply knowledge of electromagnetic interactions.

Unit 4 – Revolutions in Modern Physics
Students investigate how the shortcomings of existing theories led to the development of the special theory of relativity, quantum theory of light and matter and the Standard Model of Particle Physics and the Big Bang Theory.

ASSESSMENTS

• 20% Science Inquiry
• 30% Test
• 50% Examination

LIST B | Prerequisites: 60% in Psychology

Psychology is the scientific study of how people think, feel and behave. It is an evidence-based discipline that follows the principles of scientific inquiry to explore human cognition, behaviour and thought.

Students develop the skills to apply their psychological knowledge to familiar and unfamiliar contexts to explain thoughts, feelings and behaviours in the everyday world.

On a larger scale, psychological knowledge can help us understand how individuals function within different contexts and how culture shapes people’s values, attitudes and beliefs. This course is designed to integrate the understanding of the principles of science inquiry, the acquisition of psychological knowledge and the application of both in an enjoyable and contemporary way.

*Based on the proposed SCSA syllabus.

YEAR 11

Unit 1
Students learn the basic structure of the central nervous system and some effects of these structures on the way humans think, feel and behave. Students are introduced to life span psychology, with a key focus on adolescent development. They extend their understanding of developmental processes through learning the role of attachment and identifying stages of development according to specified theorists.

Unit 2
Students explore the function and effect of attitudes, social identity and attribution with reference to relevant psychological studies. Students learn the role of stereotypes and the relationship between attitudes, prejudice and discrimination in a range of areas.

ASSESSMENT

• 30% Science Inquiry
• 40% Response
• 30% Examination

Unit 3
Students learn the role of sensation, perception and attention in memory, and develop an understanding of memory by applying models, understanding how specific structures of the brain affect memory and forgetting. Students explore and apply learning theories in behaviour modification to real world contexts.

Unit 4
Students develop a psychological understanding of the relationship between motivation and wellbeing, and apply this to the development of effective strategies related to stress and sleep. Students learn psychological models and techniques to improve wellbeing in these contexts.

ASSESSMENT

• 20% Science Inquiry
• 40% Response
• 40% Examination

LIST B | Prerequisites: 60% in Psychology

The study of psychology is highly relevant to further studies in the health professions; education, human resources, social sciences, sales, media and marketing and management.

Psychology is the scientific study of how people think, feel and act. This course introduces students to a breadth of knowledge focusing on the psychology of self and others.

YEAR 11

Unit 1
This unit provides a general introduction to personality and intelligence. Beyond the individual, the impact of culture and others on behaviour is a key focus. Students examine agents of socialisation and the role of verbal and non-verbal communication in initiating, maintaining and regulating relationships.

Unit 2
This unit introduces students to the human brain and the impact of factors influencing behaviour, emotion and thought. Students learn about stages of development and the impact of external factors on personality development.

ASSESSMENTS

• 30% Investigation
• 40% Response
• 30% Project

YEAR 12

Unit 3
Students explore how personality can shape motivation and performance and how personality testing is used in vocational contexts. Students are introduced to different states of consciousness and the role of sensation, perception and attention in organising and interpreting information.

Unit 4
Students learn about cognitive development, moral development and the role of nature and nurture. The impact of the environment on individuals is examined through the study of behaviours observed in groups, causes of prejudice and ways of reducing prejudice.

ASSESSMENTS

• 25% Investigation
• 40% Response
• 20% Project
• 15% Externally Set Task

LIST B

The Children, Family and the Community General course focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development. They engage in shared research, examine goal setting, self-management, decision making, communication and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants. Contemporary Australian issues or trends relating to families and communities at the state and national level are examined in practical ways.

YEAR 11

Unit 1 – Families and relationships
This unit focuses on family uniqueness. Through an understanding of growth and development, students recognise the characteristics of individuals and families
and that development is affected by biological and environmental influences.

Unit 2 – Our community
This unit focuses on families, relationships and living in communities. The influence of biological and environmental factors, lifestyle behaviours and health status
on growth and development is studied. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development.

ASSESSMENTS

• 30% Investigation
• 55% Production
• 15% Response

YEAR 12

Unit 3 – Building on relationships
In this unit, students investigate the principles of development. Students examine and evaluate the features of products, services and systems for individuals and families. Students recognise and acknowledge cultural diversity, and inequity and injustice issues.

Unit 4 – My place in the community
In this unit, students examine the effect on an individual’s development and wellbeing in a society characterised by rapid change. They explore contemporary Australian issues or trends relating to families and communities at the state and national level and are introduced to a range of advocacy types. Students examine developmental theories and their influence on cognitive development.

ASSESSMENTS

• 25% Investigation
• 50% Production
• 10% Response
• 15% Externally set task

LIST B | Prerequisites: Mathematics Extension or 60% in Maths General

Students explore the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems in the course of understanding the building blocks of computing. Students explore the principles related to the analysis and creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the
development and use of computer systems. This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.

YEAR 11

Unit 1
The focus for this unit is developing systems solutions. Students are introduced to the internal, interrelating components of computer-based systems in an industry context. They examine hardware and software design concepts and skills to meet a variety of computer-based challenges, using diagrammatic tools.

Unit 2
The focus for this unit is developing programming and network systems solutions. Students are introduced to networking concepts, as applied to industry. They examine a variety of systems, build on database and network skills and gain an appreciation of how database management systems and network architecture are used in industry.

ASSESSMENTS

• 40% Project
• 20% Theory Test
• 10% Practical Test
• 30% Examination

YEAR 12

Unit 3
The focus for this unit is the design and development of database applications and communication systems. Students consider communication systems and security protocols and their implications for web-based systems.

Unit 4
The focus for this unit is the design and development of software solutions. Students develop a conceptual understanding of how a computer works and appreciate how large- scale systems are designed, developed and maintained. They gain the knowledge and skills to create software that will solve a range of problems.

ASSESSMENTS

• 30% Project
• 20% Theory Test
• 10% Practical Test
• 40% Examination

LIST B 

The Materials Design and Technology General course is a practical course. Students can choose to work with metal, textiles or wood, with the design and
manufacture of products as the major focus. Students have the opportunity to develop and practise skills that contribute to creating a physical product,
while acquiring an appreciation of the application of a design process, and an understanding of the need for materials sustainability. Students will learn and practise manufacturing processes and technologies, including principles of design, planning and management.

YEAR 11

Unit 1
Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of
design. They learn to communicate various aspects of the technology process by constructing what they design.

Unit 2
Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design.

ASSESSMENTS

• 25% Design
• 60% Production
• 15% Response

YEAR 12

Unit 3
Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety
of materials and make appropriate materials selection for design needs.

Unit 4
Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials.

ASSESSMENTS

• 25% Design (practical portfolio)
• 50% Production (practical)
• 10% Response (written)
• 15% Externally set task

LIST B

The Digital Graphic (GEAIT) General course provides students with the knowledge and skills to use a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of data; and the use a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. The course offers pathways to further studies and a range of technology-based careers and a set of skills that equip students for the 21st century and give them an appreciation of the impact of information technology on society.

YEAR 11

Unit 1 – Personal Communication 
The focus of this unit is to enable students to use technology to meet personal needs. Students develop skills that enable them to communicate using appropriate technologies and to gain knowledge that assists in communicating within a personal context.

Unit 2 – Working with others
The focus of this unit is to enable students to use a variety of technologies to investigate managing data, common software applications and wireless network components required to effectively operate within a small business environment.

ASSESSMENTS

• 70% Project
• 20% Short Answer
• 10% Extended Answer

YEAR 12

Unit 3 – Media Information and Communication Technologies
The emphasis of this unit is on the use of digital technologies to create and manipulate digital media. Students use a range of applications to create visual and audio communications.

Unit 4 – Digital Technology in Business
The emphasis of this unit is on the skills, principles and practices associated with various types of documents and communications. Students identify the components and configuration of networks to meet the needs of a business.

ASSESSMENTS

• 50% Project
• 20% Short Answer
• 15% Extended Answer
• 15% Externally Set Answer

LIST B

In the Food Science and Technology General course, students develop their interests and skills through the design, production and management of food-related tasks. They extend their knowledge of the sensory, physical, chemical and functional properties of food and apply these in practical situations. Students explore innovations in science and technology and changing consumer demands. New and emerging foods encourage the design, development and marketing of a range of products, services and systems.

Food and allied health sectors represent a robust and expanding area of the Australian and global employment markets. The Food Science and Technology General course enables students to connect with further education, training and employment pathways, and enhances employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality, and retail.

YEAR 12

Unit 3
This unit explores the societal, lifestyle and economic issues that influence food choices. Students research the effect of under-consumption and overconsumption of nutrients on health and investigate a range of diet-related health conditions that affect individuals and families. Using scientific methods, students examine the functional properties that determine the performance of food and apply these in the planning and preparation of food products and processing systems.

Unit 4
This unit focuses on food spoilage and contamination and explores reasons for preserving food. Students investigate food processing techniques and the principles of food preservation. They examine the regulations which determine the way food is packaged, labelled and stored and how the principles of the Hazard Analysis Critical Control Point (HACCP) system are administered and implemented to guide the production and provision of safe food.

ASSESSMENTS

• 30% Investigation
• 40% Production (practical)
• 15% Response (written)
• 15% Externally set task

LIST A | Prerequisites: 60% in Dance

Year 11 Dance ATAR enables students to achieve an elite level of movement skills. The course covers physical competencies specific to dance, including anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression. The study of dance ensures that dancers demonstrate safe dance practices and understand health issues that hance their general physical well-being and prolong their dance involvement. The course covers the origins, of dance and its importance as a form of expression and that it can represent a variety of motivations. There is a focus on own dance-making (choreographing) and the analysis of the dance works of others. In performing dance, technical, design and expressive skills are incorporated and developed. There are opportunities to present dance to an audience. In both units there is a strong focus on practical lessons and performances.

Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunilies !or future study in dance or related arts fields.

Unit 1 – Popular Culture

The focus on this unit is:

• Dance in popular culture
• The functions of dance in society

This unit includes the exploration of:

• Contemporary Dance
• Different genres through an original solo composition
• Choreographic processes
• The safe execution of dance skills in contemporary dance
• Technical design concepts
• Popular trends in Dance in Society

Unit 2 – Australian Dance

The focus of this unit is:

• The functions and contexts of dance in Australia
• Traditional and contemporary dance forms

This unit includes exploration of:

• Contemporary Dance
• The development of dance in Australia from the twentieth century to the present
• Case studies on Australian Dance companies and Australian choreographers

ASSESSMENT

• 50% Performance/Production
• 30% Response (e.g. analysis of performances, case studies)
• 10% Written Exam
• 10% Practical Exam

LIST A | Prerequisite: 60% in Dance

Year 11 Dance General is able to offer an opportunity for students to achieve an elite level of movement skills. The course covers physical competencies specific to dance, including anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression.

There are opportunities to present dance to an audience. In both units there is strong focus on practical lessons and performances. A range of diverse genres can by studied including ,temporary, iazz, hip-hop and cultural dance. The study of dance ensures that dancers demonstrate safe nee practices and understand health issues that will enhance their general physical well-being and prolong ?ir dance involvement. There is a focus on own dance-making (choreographing) and the analysis of the
dance works of others. In performing dance, technical, design and expressive skills are incorporated and developed.

Unit 1 -Exploring the Components of Dance
The focus of this unit is:

• Choreographic tasks to produce dance works for performance
• Exploration of different dance genres
• Improvisation

This will be done through exploration of:

• Different genres of dance including a range from contemporary, jazz, hip-hop and cuUural dance.
• Using techniques for focus and concentration, ways to practice with accuracy, retention, knowledge of variety of performance spaces
• Considering ways to use effective rehearsal time
• Choreographic devices of canon and unison
• Finding solutions to movement tasks through improvisation
• Considering technologies and design concepts during the process of dance creation..

Unit 2 – Dance as Entertainment
The focus of this unit is:

• The entertainment potential of dance and choreography
• Safe dance practices
• Genre-specific technique
• Choreographic tasks to produce dance works for performance
• Exploration of different dance genres

This will be done through exploration of:

• Different genres of dance including a range from contemporary, jazz, hip-hop and cultural dance.
• The elements of dance and processes of choreography
• Technologies and design concepts which enhance the entertainment value of the dance
• Responding to stimuli to explore and create movement
• Choreographic devices of motif and contrast
• Movement that reflects mood/emotion
• Ways to engage with the audience: facial expression, gesture, accurate reproduction of movement This unit builds on content covered in Unit 1

ASSESSMENTS

• 70% Performance/Production
• 30% Response (e.g. analysis of performance, case studies)

Year 11 Drama ATAR offers students the chance to take on character roles and enact real and imagined events. Performers engage audiences who suspend their disbelief to enter the world of the drama. Both Australian and World Drama are explored through practical tasks and written responses.

Representational (Drama that reflects real life) and Presentational (non-realist drama) are explored through practical tasks and written responses. There is a focus on own devising their own pieces of theatre and the analysis of the performances of others. In performing Drama, technical and design elements are incorporated and developed. There are opportunities to present performances to an audience as well as the chance to view live performances. In both units there is a strong focus on practical lessons and performances. The course explores that through drama, human experience is shared and that Drama entertains, informs, communicates and challenges.

Unit 1 – Representational, Realist Drama
The focus of this unit is manipulating voice and movement to suit realist drama (life like characters and situations).

This unit covers:

• Voice and movement techniques in representational, realist drama using the processes developed by Konstantin Stanislavski and others (Stella Adler, Sanford Meisner and Michael Chekhov)
• Scripted Drama (in an Australian or World play).
• Student devised Drama
• Roles associated with theatre e.g. actor, dramaturge, designers (lighting, sound, costume and scenography).
• Cooperative group work processes (memorising, improvising, interpreting, listening, accepting, delegation of roles, developing an agreed approach) in drama.

Unit 2 – Presentational, nonrealist Drama

This unit covers:

• Voice and movement techniques in presentational, non-realist drama using processes developed by Bertolt Brecht and others (Rudolf Laban, Peter Brooke and/or Jerzy Grotowski) in devising or interpreting drama
• Interpretation of presentational, nonrealist drama forms and styles (such as Brechtian Epic Theatre, Shakespearean Theatre) by shaping the elements of
  drama
• Scripted Drama and text interpretation (in an Australian or World play).
• Student devised Drama (Playbuilding)
• Roles associated with theatre e.g. actor dramaturge, designers (lighting, sound, costume and scenography)

ASSESSMENT

• 40% Performance/Production
• 40% Response
• 10% Written examination
• 10% Practical examination

LIST A | Prerequisites: 60% in Drama or English

The Year 11 Drama General course focuses on drama in practice and aesthetic understanding as students integrate their knowledge and skills. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy. This allows them to create original drama and interpret a range of texts written or devised by others by adapting the theoretical approaches of drama practitioners like Stanislavski and Brecht. Students’ work in this course includes production and design aspects involving directing, scenography, costumes, props, promotional materials, and sound and lighting. Increasingly, students use new technologies, such as digital sound and multimedia. They present drama to make meaning for a range of audiences and adapt their drama to suit different performance settings. The focus in this course is primarily on ensemble performance and team work.

Unit 1 – Dramatic Storytelling
Students engage with the skills, techniques, processes and conventions of dramatic storytelling. Students view, read and explore relevant drama works and texts using scripts and/or script excerpts from Australian and/or world sources.

Unit 2 – Drama Performance Events
The focus for this unit is drama performance events for an audience other than their class members. In participating in a drama performance event, students work independently and in teams. They apply the creative process of devising and of interpreting Australian and/or world sources to produce drama that is collaborative and makes meaning.

ASSESSMENTS

• 70% Performance/Production
• 30% Response

The Year 12 Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, stage management, front of house activities, and sound and lighting.

Increasingly, students use technologies such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

Unit 1 – Representational, Realist Drama
Students explore techniques of characterisation through different approaches to group based text interpretation, particularly those based on the work of Stanislavski and others. In this unit, students have the opportunity to research and collaboratively workshop, interpret, perform and produce texts in forms and styles related to representational, realistic drama that educate and present perspectives.

Unit 2 – Presentational, Non-Realist Drama
Students explore techniques of role and/ or character through different approaches to group based text interpretation, particularly those based on the work of Brecht and others. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts related to presentational, non-realistic drama that challenge and question perspectives

ASSESSMENTS

• 55% Performance/Production
• 30% Response
• 15% Externally Set Task

LIST A

The Music General course encourages students to explore a range of musical experiences through different musical contexts. The course consists of a written
component and a practical component, incorporating the following content areas: Aural and theory, Composing and arranging, Investigation and analysis, and Performance. Students can choose to perform on voice or instrument, submit a composition portfolio or complete a production/practical project to fulfil the requirements of the practical component.

The Music General course provides opportunities for creative expression, the development of aesthetic appreciation and the pleasure and satisfaction that comes from listening to and making music independently and collaboratively with others. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.

YEAR 11

Unit 1
Students develop their skills, knowledge and understanding to listen to, compose, perform and analyse music.

Unit 2
Students develop aural and music literacy skills and learn how the elements of music can be applied when performing, composing and responding to music.

ASSESSMENT

• 40% Practical component
  • Performance
  • Composition portfolio
  • Production/ project
• 60% Written component
  • Aural and theory
  • Composing / arranging
  • Investigation / analysis

YEAR 12

Unit 3
Students learn about how music is created and performed, analysing musical works and exploring how social, cultural and historical factors shape music in the specific context selected for study.

Unit 4
Students develop skills, confidence and stylistic awareness to engage in music making as performers and audience members both individually and collaboratively.

ASSESSMENT

• 40% Practical component
  • Performance
  • Composition portfolio
  • Production/ project
• 60% Written component
  • Aural and theory
  • Composing / arranging
  • Investigation / analysis

LIST A

The Media Production and Analysis General course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Students learn the languages of media communication and how a story is constructed using representations.

Students are encouraged to explore, experiment and interpret their world, reflecting and analysing contemporary life while understanding that this is done
under social, cultural and institutional constraints. Students as users and creators of media products, consider the important role of audiences and their context.

The production of media work enables students to demonstrate their understanding of the key concepts of media languages, representation, audience, production, skills and processes as well as express their creativity and originality. When producing media work, students learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases. This provides an opportunity for students to reflect on and discuss their own creative work, intentions and outcomes. Within this process, skills are developed enabling students to manipulate technologies which simulate industry experiences.

YEAR 11

Unit 1 – Mass media
Students reflect on their own use of the media, common representations, including the examination of characters, stars and stereotypes and the way media is constructed and produced. Students are introduced to the languages of the media, learning how codes and conventions are used to construct representations within narratives.

Unit 2 – Point of view
Students will learn how a point of view can be constructed. They will analyse media work and construct a point of view in their own productions. Students have the opportunity to choose from a range of media genres and styles and examine ways in which information and specific codes, conventions and techniques are selected and used to present a particular point of view.

ASSESSMENTS

• 30% Response
• 70% Production

LIST A | Prerequisites: 60% in Visual Arts and 60% in English

In the Visual Arts ATAR course students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in challenging and shaping society.

The Visual Arts ATAR course includes the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination, develop skills and engage in the making and presentation of artwork. Students will also learn how to critically analyse and discuss art works.

In Visual Arts ATAR students will

• Develop visual literacy and communication skills
• Develop problem solving skills
• Develop creative and analytical ways of thinking

YEAR 11

Unit 1 – Differences / Landscape
Students explore ways of collecting, compiling and recording information and documenting thinking and working practices.

They explore approaches to drawing and develop awareness that each artist has his or her particular way of conveying the theme “Landscape. Students examine how visual language and media choices contribute to conveying meaning, and use a range of media and technologies to explore, create, and communicate ideas.

Unit 2 – Identities / Portraits
Students explore issues related to personal, social, cultural or gender identity in their art making and interpretation. They will make personal choices in their:

• ideas
• choice of materials & techniques
• style
• presentation of Art work

This will result in an Art work that expresses identity through portraiture.

ASSESSMENTS: Type & Content Area

• 50% Production – Art Making
• 15% Analysis – Art Interpretation
• 15% Investigation – Art Interpretation
• 20% Examination – Art Interpretation

YEAR 12

Unit 3 – Commentaries
Students transform ideas and develop concepts under the theme of commenting on their world using innovative approaches to art making and presentation. They
document their thinking and working practices, having the flexibility to work across media and art forms. This is done in a working journal.

Students research artwork providing critical comment on the meaning, purpose and values communicated. They examine their own beliefs and consider how the visual arts have reflected and shaped society in different times and places.

Unit 4 – Point of View
Students identify and explore concepts or issues of personal significance in the presentation of an authentic body of work. They research and analyse factors affecting points of view such as time, place, culture, religion and politics, synthesising this knowledge to express a personal viewpoint or position.

Students investigate a range of solutions and document the progress of their thinking and experimenting in a journal. Skills, techniques and processes are combined in the pursuit of new art forms, innovation and personal style.

Students use analysis frameworks to develop an understanding of the practice of art making and art interpretation.

ASSESSMENTS

• 50% Practical component
  • Body of work
  • Resolved artwork
• 50% Written component
  • Analysis
  • Investigation
  • Examination

LIST A | Prerequisites: 50% in Year 11 Visual Arts OR previous involvement in Visual Arts in Year 10 and 50% in English

The Visual Arts General course encompasses the broad areas of art, craft and design, where students have opportunities to express their imagination, develop skills and engage in the making and presentation of artworks.

It assists students to value and develop confidence in their own creative abilities and to develop a greater understanding of their environment, community and culture. Enterprise and initiative are recognised and encouraged.

The course aims to enable students to:

• make connections to relevant fields of study
• prepare them for creative thinking and problem-solving in future work and life.

It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives.

YEAR 11

Unit 1 – Experiences: My Experience
Students develop artworks based on their personal experiences, observations of the immediate environment, events and/or special occasions. They participate in selected art experiences aimed at developing a sense of observation. Students discover ways to compile and record their experiences through a range of art activities and projects that promote a fundamental understanding of visual language.

Unit 2 – Explorations: The Ocean
Students explore ways to generate and develop ideas using a variety of stimulus materials and explorations from their local environment. They use a variety
of inquiry approaches, techniques and processes when creating original artworks. When exploring ideas and approaches to art making, students investigate the work of other artists.

ASSESSMENTS: Type & Content Area

• 70% Production – Art Making
• 15% Analysis – Art Interpretation
• 15% Investigation – Art Interpretation

YEAR 12

Unit 3 – Inspirations
Students become aware that artists gain inspiration and generate ideas from diverse sources, including what is experienced, learned about, believed in, valued, imagined or invented. Students develop their knowledge and understanding of visual language and apply this to both art making and art interpretation.

Unit 4 – Investigations
Students explore and develop ideas through the investigation of different artists, art forms, processes and technologies. They further develop their knowledge and understanding of visual language and apply this to both art making and art interpretation.

ASSESSMENTS: Type & Content Area

• 65% Production – Art Making
• 10% Analysis – Art Interpretation
• 10% Investigation – Art Interpretation
• 15% Examination – Art Interpretation

LIST A

The Career and Enterprise General course engages students in learning about their career in a constantly changing digital and globalised world. Careers are now considered to be about work, learning and life. Individuals need to be enterprising and proactively manage their own careers. The Career and Enterprise General Course reflects the importance of career development knowledge, understanding and skills in securing, creating and sustaining work.

Workplaces have different structures which impact on how they operate. Each workplace is unique and students will experience this first hand with the addition of Workplace Learning placements. In Year 11, students complete two week block placements that are held twice each year during exam breaks. Year 12 students complete a two week block placement in Semester 1.

YEAR 11 

Unit 1 – Work Choices and Networks
The focus of this unit is exploring work and identifying a network of people and organisations that can assist with their school-to-work transition. Students develop an understanding of work arrangements, such as; full-time, parttime, flexi hours, volunteer work and unemployment. They learn that positive self-esteem and self-management are required to access work opportunities and acquire skills to build careers.

Students understand that this transition can be facilitated by resources available to them through; family, school, workplace and community. These groups assist young people learn what is expected of them as future employees.

Unit 2 – Work Readiness
The focus of this unit is entry-level work readiness. Students explore the attributes and skills necessary for employment and identify their personal strengths and interests and how these impact on career development decisions. Students examine the organisation of workplaces within a chosen industry area and learn about the rights and responsibilities of employees and employers and employment as a contractual agreement.

A personal audit of career competencies is conducted and a career profile is
developed. This profile is used together with work search tools, to commence planning career development options. A record of work, training and learning experiences is required for inclusion in an Individual Pathway Plan and an Electronic Career Portfolio.

ASSESSMENTS

• 30% Investigation
• 30% Production / Performance
• 20% Individual Pathway Plan /Career Portfolio
• 20% Response

YEAR 12

Unit 3 – Work Self-Management
This unit focuses on adopting a proactive approach to securing and maintaining work. It involves self-management, using work search tools and techniques, developing career competencies, and accessing learning opportunities which are essential for career building. An assessment is made of the multidimensional operation and organisation of workplaces.

The legal, ethical and financial considerations underpinning businesses and individual rights and responsibilities and the resolution of conflict are all examined. An investigation is conducted of global trends and how they impact an individual’s opportunities to secure and maintain work. Students are provided with further opportunities to develop their repertoire of work search techniques. Digital Career Portfolios are presented in a professional manner and reflect detailed records of work, training and learning experiences.

Unit 4 – Workplace Trends and Changes
This unit explores issues associated with career management in times of change. Change can be analysed and the information used to inform strategies associated with self-management, career building and personal / professional learning experiences. This unit includes an examination of the complexity of workplace operations and management of resources is used to understand productivity, achievement of industry standards and compliance; with legal, ethical and financial considerations.

Exposure to changing scenarios for career development provides opportunities to further develop career competencies and work search techniques, in particular those associated with; planning and organisation, making decisions, identifying and solving problems and creativity and innovation. Work, training and learning experiences provide opportunities to extend students’ knowledge and skills in anticipation of responding to change and maintaining ‘an edge’ in their transition to postschool destinations. These experiences are documented in a Career Portfolio, using an increasing range of information technology skills.

ASSESSMENTS

• 30% Investigation
• 20% Production / Performance
• 20% Individual Pathway Plan /Career Portfolio
• 15% Response
• 15% External Set Task

As with all other General courses, Career and Enterprise Year 12 will have an externally moderated assessment task to complete in Term 2 of that year.